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During my 2nd year of teaching, the height of the COVID-19 pandemic hit New Brunswick, forcing schools to shut down and classes to continue online. Although much different than anything I had ever encountered (or expected), I wanted to do everything that I could to ensure that my students were still learning during their time at home. Unfortunately, some of our students slipped under the radar as they did not have access to the internet at their houses. This was not something that we had immediately considered, and had naively assumed that all students would be able to join online classes every day. The district was working hard to provide solutions for these students, but these projects take time, especially being relatively blindsided to this massive shift in how school would work. In Ch 2 of Hicks et al. (2023), they mention the right for all Americans to have access to public institutions, despite their disabilities. In Canada, the Education Act ensures that all Canadian children have access to public education. This unfortunate shortcoming in New Brunswick deprived many students (particularly in marginalized populations), access to education. Being prepared for something like a pandemic to happen again is crucial to ensure that all students have access to their right of education.

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What I found most important in Chapters 1 and 2 of Hicks et al. (2023) is their focus on purposeful integration of technology. They make it clear that tech should support teaching goals and improve student learning, not just be used because it's available. I can definitely apply this to my experience as a supply teacher, where I usually have limited time and resources. It reinforces the idea that tech use needs to be intentional and aligned with the lesson’s objectives.

I also found their emphasis on professional development for teachers important. I find some teachers often struggle to use technology effectively without the proper training or support. Moving forward, I see the value in ensuring that educators are given enough resources and time to build their tech skills so that technology can be used more effectively in the classroom!

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What I thought to be most meaningful in Chapters 1&2 of Hicks et al. (2023), was the emphasis on purposeful integration of technology. I believe that students spend so much time on devices and have access to many different forms of technology outside of school, that we need to be mindful of how we are using technology in schools. In my time in different schools I have seen many ways in which technology can be used to either hinder or promote success in education. I believe it is not about how much technology is used or what technology is used that should necessarily be the concern. The focus should be whether the technology is being used to facilitate engaging learning environments and help students succeed in achieving learning goals. Too often I have walked into classrooms where students are supposed to be completing tasks but instead they are playing video games or watching youtube videos before quickly switching the tab when teachers walk past. These kinds of things will always be a concern, however I believe if teachers are implementing technology in engaging and purposeful ways, the students should be busy with the task at hand and will be less likely to get off task. Educators should be taking the time to analyse how a lesson can be enhanced with the use of technology and seek out programs that are both engaging and effective learning tools. Purposeful and effective integration of technology is so important and can feel daunting at times, however I hope to learn more about effective strategies for technology integration in classrooms in this course.

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Critical utilization of my technology use- Camille Legris

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Critical utilization of my technology use- Camille Legris

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Reading Chapters 1 and 2 made me realize that I have sometimes used technology with students without aligning it with my teaching goals.

Chapter 1 highlighted that I often used technology to substitute for effective pedagogy rather than to enhance learning. For instance, I employed WhatsApp as a platform for students to discuss maternity topics, but without proper guidance, their limited knowledge likely hindered meaningful discussions. I now understand the importance of providing structure to better engage students and enhance their learning experience.

Chapter 2 revealed how much I still need to learn about using technology effectively. I often assumed that my students and I fully understood the tools we were using, which was not always the case. These chapters have motivated me to explore further technology’s potential, especially in clinical placements, where I believe it could be utilized more to support student learning.

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No, this is not what we mean by "making moves" with tech integration! 

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Chapter 1 and 2 Reflection ( Shayla K.) 

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Chapter 1 and 2 Reflection ( Shayla K.) 

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From Chapters 1 and 2 of Making the Move with Ed Tech by Hicks et al. (2023), the analogy of “moves” resonates deeply with me. The concept shifts teaching from rigid strategies to flexible, adaptable practices that meet the needs of diverse learners. One thing I do appreciate is how this approach leaves room for educators to pivot and make new moves if needed, allowing learning to take a different and more meaningful direction. For me, this adaptability is key and aligns with my role as a math and science teacher where often times we need to provide students with varied approaches to engage with the concepts we are discussing together!

The overarching theme that I noticed is how we need to use technology as a meaningful tool to deepen the learning process. In the book, it stresses the importance of using technology to amplify learning and how it should support instruction, not drive it. (Hick et a. 2023). This portion of the chapter really had me reflecting on the tools I use in my teaching and wondering if I am using them to enhance student learning or if it is just an add-on.

Another portion in the chapter I appreciated was when the authors encouraged small, manageable steps to make changes when it comes to integrating technology. By acknowledging this it makes this process feel a little less daunting and more achievable. I believe that starting small is at least a place to go from and that this can build confidence over time.

Finally, Hicks emphasizes the importance of equitable access to technology, stating, “Students must have the necessary hardware and software to actively engage in learning” (Hicks et al., 2023). Without these resources, implementation becomes incredibly difficult, highlighting the need for schools to prioritize access. At my school, I am very fortunate that my students have access to technology devices and a technology integration teacher to collaborate with. I know this is not the case for all schools, but it definitely makes me realize how privileged I am. In fact, reading this chapter made me want to go back through my lessons and units and make sure that I am making smart moves and using technology to foster student engagement and deep learning.

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Chapter 1 & 2 Reflections - Karen Racioppo

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Chapter 1 & 2 Reflections - Karen Racioppo

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The mention of the pandemic and the switch to using technology at an uncomfortable pace, while watching my students trying to navigate these systems on their own, and with limited access, brought back memories that I wish I could forget!! The text defines digital citizenship as "an action that we need to practice every single day" - I think where this becomes overwhelming is the planning and supporting of all learners. While I use tech on a regular basis, ensuring that the needs of students with multiple exceptionalities are met adds another layer of feeling overwhelmed, particularly if there are recommendations put in place to support each one.

Something else that stood out for me was that although we may use some of our platforms on a regular basis, we might not be using them to the fullest of their abilities. As someone who wants to be able to do this, it becomes overwhelming when this isn't the only focus we have as teachers and that PD isn't readily availble anymore to have the experts teach the highlights.

I think what is most important to keep in mind for future learning is that regardless of the moves we use, "we want our moves to empower students to know, understand and engage" with technology. As pointed out in chapter one, each small step we take leads to improvement in our individual classrooms.

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Dan Carreiro - Diversity of skills, teacher and student 

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Dan Carreiro - Diversity of skills, teacher and student 

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One meaningful idea I gleaned from the reading is the diversity of skills and access. This diversity speaks first to students with various abilities in navigating technology. Schools should provide the technology(hardware, software, and necessary internet bandwidth for the classroom. When doing so, they should ensure that support is present to ensure that all students have the necessary help they need including assistive technology for those with disabilities. Diversity of skills is not limited to students, however, teachers too have varying comfort levels and abilities. Cooperative learning strategies are shown to be effective instructional strategies. Educators should not be afraid to utilize these for themselves too.  I would encourage other educators who feel overwhelmed to find a peer who they can co-learn with. Exploring tools with others through an element of play while making small moves in a successful lesson can help the overwhelmed manage tech in a manageable chunk. Through deliberate cooperative learning, teachers can begin to transform the classroom one move at a time.

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What I find most meaningful from this text is the emphasis on ongoing professional learning and the adaptability required to effectively integrate technology in teaching. As a nursing educator, staying current with educational technology is essential, particularly in blending theory with practice. The pandemic highlighted the need for educators to embrace co-learning, using technology to engage students in active learning rather than merely delivering content. Letting go of the idea that the teacher is the central figure of authority and knowledge in the classroom and that students are to sit and listen aligns with modern teaching strategies, where students are actively involved in their learning. In nursing education, this could involve using interactive digital tools for clinical skill development or virtual simulations that mimic real-life patient scenarios. Lastly, the importance of professional development is key in integrating new technology tools that enhance learning, engagement, and the transition from theory to practice.

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Hicks et al. (2023) Chapers 1 & 2 Reflection - Eliane Smith

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Hicks et al. (2023) Chapers 1 & 2 Reflection - Eliane Smith

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Chapter 1 serves as a great reminder to use technology within a framework and with effective instructional strategies. The move towards purposeful implementation of strategies and protocols requires thought, preparation, resources, and support. However, the question of why one is using technology should be at the forefront of implementation. I am now much more deliberately using technological tools within my lessons. Whether it is for a few minutes of extended learning through practice, providing multimodal input of my subject area, or practicing speech through the Google Doc voice typing tool (I am a language teacher), each integration has a purpose

What stood out for me in Chapter 2 was the section on digital citizenship. I am beginning to realize how important it is to integrate this into my teaching practice. Students are online more and more, and have access to multiple and varying forms of digital media. It is crucial that they understand the aspects of digital citizenship such as safety, etiquette, and responsible use, that includes mindfulness. While becoming more competent in integrating technology to teach my content in a pedagogically sound way, this is also part of my role that cannot be overlooked.

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What I found most meaningful from Chapter 2 specifically was the topic of access. The chapter highlights how crucial it is for all students to have equitable access to the resources they need to succeed, particularly during challenging times. It emphasizes the role of technology in bridging educational gaps and the responsibility of educators and institutions to ensure that no student is disadvantaged due to circumstances beyond their control.

This topic resonates deeply with my own experience during the COVID-19 pandemic when I was placed in a low-socioeconomic school where many students faced significant challenges due to a lack of resources. When schools transitioned to remote learning, a large number of students didn’t have access to laptops, Wi-Fi, or even basic school supplies at home. This made it nearly impossible for them to participate in their education effectively, highlighting how critical accessibility is for ensuring equitable learning opportunities.

I understand that during this time, having technology this accessible was not at the top of the list of priorities, but I hope that now, with what we have been through, we are able to better prepare for the future. This includes not only providing the necessary tools but also creating systems and strategies that can adapt to the diverse needs of students, ensuring that no one is left behind in times of crisis or transition.

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Making Connections: The Common Denominators of Purposeful Tech Integration (Post by Julia Balke)

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Making Connections: The Common Denominators of Purposeful Tech Integration (Post by Julia Balke)

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The concept of 'moves' in effective teaching, as highlighted by Hicks et al. (2023), resonated deeply with me. While technology integration is crucial, the emphasis should be on “transferable good moves” that enhance instruction with or without technology (Hicks et al., 2023).

My previous experience in a large public school board provided significant access to technology: Chromebooks, iPads, internet access, professional development and dedicated IT support. This facilitated innovative teaching practices.

However, in my current role at a smaller independent school, the technological conditions present challenges. Outdated equipment, limited internet connectivity, and BYOD policies with varying parental controls can hinder effective instruction. For example, I can no longer rely solely on digital assessment tools like Plickers, necessitating the planning of alternative strategies. Furthermore, shared Google accounts among siblings create confusion and hinder individual learning experiences. A dedicated IT technician would alleviate many of these challenges, however, the budget does not allow for such a luxury.

Through these technological limitations, I have come to realize the role technology plays in my own teaching and the impact it has on the planning and implementation of effective instruction. Which according to Hicks et al. (2023) is the first step in making ‘moves’.

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Chapter 1&2 Hicks et al.(2023)- Opeyemi Akindotuni

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Chapter 1&2 Hicks et al.(2023)- Opeyemi Akindotuni

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What I found most important are the six common denominators for integrating technology effectively in chapter 2. I will like to reflect on the first one (access and accessibility). It is really important that in choosing any technology, the first thing we should prioritize is to ensure it is accessible and equitable. In my experience I have seen some educational software programs that doesn't account for the learning differences we have in learners, though they may be accessible, however not equitable and inclusive. An example is the Gizmos virtual lab. While the platform is richly engaging, provides guided instructions and aligns with curriculum objectives, it however, falls short in some aspects of access and accessibility. The platform uses text-heavy instructions which was overwhelming for my students that have cognitive processing challenge. I always have to break down the instructions into smaller manageable steps before they are able to engage with it.

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Chapter 2’s sections on “Access and Accessibility” and “Learning Environments” resonated most. I am a big fan of online and blended learning environments because they improve accessibility of education. They make it easier for persons with physical or cognitive disabilities to be productive and reach educational goals. These learning environments allowed me to safely teach paramedics during the COVID 19 pandemic. Additionally, digital learning makes it easier for working adults to pursue educational goals without having to take days off work to attend scheduled lectures, or spend inordinate amounts of money and time commuting to campus. Without the accessibility afforded by integration of technology in education I would have had to uproot my entire life to move from Bracebridge to Ottawa to take this masters program.

However, while technology improves educational accessibility for most people, Hicks rightfully points out that some people may still get left behind if they do not have access to the appropriate software, hardware or internet. I think it is conceivable that educational institutions will one-day provide laptops to students so they can learn from home, since highschools (for example) have historically provided their students with textbooks and desktop computers. I’m glad that other people are addressing these issues, so that I can focus on teaching.

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What do you find most important or meaningful from Chapters 1 & 2, in relation to your own teaching context (past, current, or future)?

Visible thinking routines I found was really important (Ron Ritchhart and Mark Church, 2020): “routines that not only could work across different subject areas but also with different age levels” and as “an approach to developing students as thinkers and learners”.

I am giving an example of a tool I use a lot of which is FigJam. When we were analyzing characters in a story, I asked them to fill in a persona chart (usually found in UX Design to describe potential users of a product) but I asked them to fill it in as the character. How introverted or extroverted are they? What passages in the text to justify this? Basically, with the template, I ask them to fill it in and leaves comments next to it showing their thought processes. I then ask them to walk me through the chart to show me their thinking of the character.

This is an example of a pedagogical goal (show me your thinking) that is complemented by technology (FigJam). FigJam allows the students to all share the board with one another and they can interact and leave comments. The Teacher can also supervise the boards while the students are in groups/breakout rooms to see if they are remaining on task and if they need help.

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Marcus B. Selman - Hicks (2023) Chapter 1 and Chapter 2

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Marcus B. Selman - Hicks (2023) Chapter 1 and Chapter 2

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One of the most meaningful sections of this week’s readings for me was the WC3 POUR principles: “perceivable (sensory), operable (physical), understandable (cognitive), and robust (device agnostic)” (Hicks, 2023, p. 27). As a Special Education teacher, I can understand the merit of the POUR principles in Inclusive Education. However, after recently learning about the Americans with Disabilities Act (ADA) of 1990 in Inclusive Education, I want to ensure accessibility and tailored instruction to all students, even while using technology. My first step in this accessible technological journey is to get my students acquainted with basic technological features, such as learning how to turn on a computer, logging into a desktop with their student credentials, and understanding how to do a Google Search, keeping POUR in mind.

I also enjoyed the explanation of Hicks, Parker, and Grunow’s Nine Technology Categories for Purposeful Instruction, which include: 1) Communication, 2) Collaboration, 3) Collection and Analysis, 4) Visual Learning, 5) Extended Learning, 6) Gathering and Synthesizing, 7) Enhancing the Environment, 8) Audio and Video, and 9) Facilitation (Hicks, 2023, p. 7).

These categorizations are invaluable in reverse engineering lessons as they guide teachers in selecting technological tools that correspond with their lesson objectives. For instance, if my teaching objective were to create craft fair posters with my students, I would choose a tool of the Visual Learning category such as CANVA.

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This quote from chapter 2 really resonated with me: “In short, we want our moves to empower students to know, understand, and engage proactively on the web, something we can invite them to do as we move them through many kinds of learning activities and environments.” It is our job to help our students develop the skills they need to navigate the world in which they live, which now includes the world online. Social media use is so prevalent now and impacts our students lives in a variety of ways. Thus, I think as teachers it is important to encourage digital citizenship in our classrooms to be able to properly and responsibly navigate that world. I feel as though critical digital literacy skills can help our students gain the ability to do so by teaching them how to evaluate online information, create and share content responsibly and ethically, and participate in digital communities.

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Hicks et al. (2023) Chapter 1 and 2 provide a refreshing perspective on post-pandemic teaching drawing from the lessons of our recent past in educational practice to inform our present and future. The concept of moves (Hicks et al. 2023, p.17) promote the flexible and intentional practice of leaving space for the learner to engage with learning in meaningful and creative steps. Moves are intentional on the part of the teacher and provide a structure suitable for all learners. Moves can be adapted to in-person, hyrbid, and online learning providing the learner choice based on their preference. While moves maintains a structure for theoretical and pedagogical implementation, it allows for practical actions too, rooted in creativity, dialogue and inquiry on the part of the learner.

I really liked the concept of Moves in an educational world that has felt outdated, behind and unchanging, Moves comes from an ethical place and makes room for flexibility in a tight curriculum that puts the learner at the forefront. It allows for adapation in relation to how individuals learn and allows for individualized planning for the diverse types of learners we encounter. Teachers can adopt carefully and at their pace as Hicks suggests, small steps, and how the pace can have a positive impact on both teaching and learning. Given the emphasis of Chapter 2 on remote learning and different learning modalities, I enjoyed reading about the planned integration for anwhere learning. The pandemic was tough and we had very little time to adopt an online learning platform. Moves and purposeful technology integration present by Hicks et al. (2023) put flexibility, learning environment variability and accessibility at the forefront. These concepts are both future orientated and ethically based allowing learners to have more input into the design of their learning which could impact their outcome positively.

These two concepts were highlights in Chapters 1 and 2 for me.

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Hicks et al. (2023) Chapters 1 & 2 - Justin Soltys

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Hicks et al. (2023) Chapters 1 & 2 - Justin Soltys

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From the two chapters, what resonated with me the most was the topic of access and accessibility. It is important for all schools to receive equal and equitable access to learning technology to enhance students' knowledge and engagement. As an occasional secondary school teacher, I teach at a variety of schools and can say that there are schools that have much more access to technological resources than others. For example, some schools have chromebooks for every class while others might have a few for each department. Additionally, when it comes to accessibility, some teachers have access to a variety of resources, like smart boards or projectors, which allow them to adapt their teaching to different learning styles. However, for other teachers, this may be more challenging due to limited resources.

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Of these two chapters, the most important and meaningful aspects, in my opinion and in relation to my own teaching experiences would be the emphasis on access and accessibility. As we become more and more reliant (or dependent) on technology in all areas of our lives, not just the classrooms, we need to ensure that all students have the necessary hardware, software, and internet access in order to create an environment for active engagement in the learning. This can be face-to-face, blended, or a fully online setting, such as this very class. Not only does this enhance the learning outcomes but also prepares the students to become digital citizens in our society, preparing them to succeed in our digital world.